1.
Theoretical Underpinnings of Singapore Math Sheraton San Diego Mission Valley Hotel, San Diego CA SingaporeMath.com Professional Development Please download from www.mathz4kidz.com Yeap Ban-Har, Ph.D. National Institute of Education Nanyang Technological University Singapore banhar.yeap@nie.edu.sg DaQiao Primary School
11.
A Problem from Singapore Grade 6 National Test Jim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim. Jim ate 12 sweets and Ken ate 18 chocolates. After that, the number of sweets and chocolates Jim had were in the ratio 1 : 7 and the number of sweets and chocolates Ken had were in the ratio 1 : 4. How many sweets did Ken buy?
12.
Jim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim. Jim ate 12 sweets and Ken ate 18 chocolates. After that, the number of sweets and chocolates Jim had were in the ratio 1 : 7 and the number of sweets and chocolates Ken had were in the ratio 1 : 4. How many sweets did Ken buy? chocolates sweets Assuming that both boys did not have any sweet or chocolate before they bought the chocolates and sweets. 12 Jim 12 18 12 12 12 12 Ken 3 parts 12 + 12 + 12 + 12 + 18 = 66 1 part 22 Half of the sweets Ken bought = 22 + 12 = 34 So Ken bought 68 sweets.`
13.
88 children took part in a swimming competition. 1/3 of the boys and 3/7 of the girls wore swimming goggles. Altogether 34 children wore swimming goggles. How many girls wore swimming goggles on that day? A Problem from a Singapore Classroom Fairfield Methodist Primary School
88 children took part in a swimming competition. 1/3 of the boys and 3/7 of the girls wore swimming goggles. Altogether 34 children wore swimming goggles.
88 children took part in a swimming competition. 1/3 of the boys and 3/7 of the girls wore swimming goggles. Altogether 34 children wore swimming goggles.
17.
3 x 7 = 21 21 girls wear goggles. A Curriculum That Helps Average Students Reach High Achievement
18.
TIMSS 2007 Trends in International Mathematics and Science Studies 1995 2003 2007 Grade 4 Advanced 38 41 38 High 70 74 73 Intermediate 89 92 91 Low 96 98 97 North Vista Primary School
19.
TIMSS 2007 Trends in International Mathematics and Science Studies Average Indonesia Thailand Malaysia Singapore Grade 8 Advanced 2 3 0 40 2 High 15 12 4 70 18 Intermediate 46 44 14 88 50 Low 75 66 48 97 82 Method Used in Singapore Textbooks
20.
Beliefs Interest Appreciation Confidence Perseverance Monitoring of one’s own thinking Self-regulation of learning Attitudes Metacognition Numerical calculation Algebraic manipulation Spatial visualization Data analysis Measurement Use of mathematical tools Estimation Mathematical Problem Solving Reasoning, communication & connections Thinking skills & heuristics Application & modelling Skills Processes Concepts Numerical Algebraic Geometrical Statistical Probabilistic Analytical Mathematics Curriculum Framework
26.
Bruner The concrete pictorial abstract approach is used to help the majority of learners to develop strong foundation in mathematics. Division National Institute of Education
29.
mathz4kidz Learning Centre, Penang, Malaysia bruner’s theory concrete A lesson from Earlybird Kindergarten Mathematics
30.
mathz4kidz Learning Centre, Penang, Malaysia concrete experiences
31.
from concrete to pictorial mathz4kidz Learning Centre, Penang, Malaysia
32.
from pictorial to abstract All Kids Are Intelligent Series
33.
mathz4kidz Learning Centre, Penang, Malaysia symbols
34.
using concrete materials Professional Development in AteneoGrade School, Manila, The Philippines Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile
35.
Primary Mathematics (Standards Edition) 2A Pictorial Before Abstract
36.
bruner Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile
37.
skemp’s theory conceptual understanding BinaBangsa School, Semarang, Indonesia
57.
“Children are trulythe future of our nation. “ Irving Harris
58.
This presentation is based on part of one of Singapore pre-service mathematics method courses. 50% of Singapore elementary teachers are not college graduate and they are not trained to be specialists. The TEDS-M findings provide some evidence into the effectiveness of this form of professional development.
Be the first to comment